America’s traditional values of liberty and equality have recently been overshadowed by a new ideal: diversity. This ideal claims that group differences matter more than commonalities, personal freedom, and individual rights. In Diversity: The Invention of a Concept, Wood told the story of how this hitchhiker on the Constitution has gained popularity since the 1970s. Diversity Rules covers what happened after Justice Sandra Day O’Connor bestowed the Supreme Court’s kiss of legitimacy on diversity in 2003. O’Connor opened the door to the promotion of identity politics, open borders, global citizenship, and the Green New Deal. More than a legal principle, diversity is a cultural edict that attempts to tell us who we are and how we should live.
How can private international law contribute to the development of the global legal architecture needed to integrate our emerging multicultural world society? Bringing together world-renowned academics and experienced private international lawyers from a wide range of jurisdictions and institutions, the volume explores how private international law's connective capacity could be enhanced by more inclusive methodologies. This would allow it to better able to engage with the reality of the integration that it is there to promote. Based on comparative methodology, the volume examines legal practice, as revealed by national and regional case law. The scope includes the practice of international commercial arbitration; private international law regulatory frameworks; and legal theory.
Peter Wood traces the birth and evolution of diversity, illuminating how it came to sprawl across politics, law, education, business, entertainment, personal aspiration, religion and the arts as an encompassing claim about human identity.
The Science and Law of School Segregation and Diversity examines the sources of the disconnect between scientific findings on school segregation and how the U.S. legal system addresses it; evaluates these sources' empirical and legal foundations; explains why they persist; and reveals what can be done about them.
The academy may claim to seek and value diversity in its professoriate, but reports from faculty of color around the country make clear that departments and administrators discriminate in ways that range from unintentional to malignant. Stories abound of scholars--despite impressive records of publication, excellent teaching evaluations, and exemplary service to their universities--struggling on the tenure track. These stories, however, are rarely shared for public consumption. Written/Unwritten reveals that faculty of color often face two sets of rules when applying for reappointment, tenure, and promotion: those made explicit in handbooks and faculty orientations or determined by union contracts and those that operate beneath the surface. It is this second, unwritten set of rules that disproportionally affects faculty who are hired to "diversify" academic departments and then expected to meet ever-shifting requirements set by tenured colleagues and administrators. Patricia A. Matthew and her contributors reveal how these implicit processes undermine the quality of research and teaching in American colleges and universities. They also show what is possible when universities persist in their efforts to create a diverse and more equitable professorate. These narratives hold the academy accountable while providing a pragmatic view about how it might improve itself and how that improvement can extend to academic culture at large. The contributors and interviewees are Ariana E. Alexander, Marlon M. Bailey, Houston A. Baker Jr., Dionne Bensonsmith, Leslie Bow, Angie Chabram, Andreana Clay, Jane Chin Davidson, April L. Few-Demo, Eric Anthony Grollman, Carmen V. Harris, Rashida L. Harrison, Ayanna Jackson-Fowler, Roshanak Kheshti, Patricia A. Matthew, Fred Piercy, Deepa S. Reddy, Lisa Sanchez Gonzalez, Wilson Santos, Sarita Echavez See, Andrew J. Stremmel, Cheryl A. Wall, E. Frances White, Jennifer D. Williams, and Doctoral Candidate X.
Through a socio-legal lens, this book focuses on the feasibility of implementing board gender diversity rules in Sri Lanka. It demonstrates that board gender diversity rules could be a valuable tool for corporate governance development and to promote gender equality in society. The International Financial Institutions (IFIs) have reasoned that good corporate governance practices can develop the economy by attracting investors and securing foreign direct investment. Accordingly, these IFIs have included corporate governance reform as a condition for funding to developing countries. Among these reforms, board gender diversity is acknowledged as a legal concept that is capable of improving corporate governance practices and promoting gender equality in society. The benefits to corporate governance, often referred to as the economic benefits of the concept, are based on the contribution women directors can make towards advancing board effectiveness. The equality benefits underpinning this strategy depict the manner in which gender equality could be promoted by board gender diversity rules. Sri Lanka is thus an illustrative example of a developing country forced by IFIs to improve its corporate governance practices as a step towards advancing economic growth. However, the Sri Lankan legislators have not yet introduced board gender diversity rules as a measure to improve corporate governance practices within the country. This book addresses some of the ways in which board gender diversity rules could be introduced to Sri Lanka.
Acknowledgements Section 1. Foundations 3 Chapter 1. Introduction: How to Use this Manual.. ................... Chapter 2. How Do We Understand Difference?. ...................... 17 Section 2. Dimensions of Difference: Culture, Socioeconomic Status, Race, Ethnicity, Language, and Parental Partnership 29 Chapter 3. Cultural Values and Worldview.. ............................ Chapter 4. Socioeconomic Status.. ....................................... 4 1 ............................................ 5 1 Chapter 5. Race and Ethnicity.. Chapter 6. Language in the Classroom.. .................................. 67 Chapter 7. Working with Diverse Families: Parental Partnership in Education.. ........................................ 8 1 viii Table of Contents Section 3 . Dimensions of Difference: Gender Chapter 8 . Gender ............................................................ Chapter 9 . Sexual Orientation and Youth ................................. Section 4 . Other Challenges to Diversity Chapter 10 . Bullying in Schools ............................................. Chapter 1 1 . Creating Community through Classroom Management .. Chapter 12 . Child Abuse and Resilience .................................. Section 5 . Understanding Exceptional Microcultures Chapter 13 . Exceptional Microcultures: Dealing with Trauma ...... Chapter 14 . Exceptional Microcultures: Youth with Emotional Disturbance- Childhood Depression. Eating Disorders .................. Chapter 15 . Exceptional Microcultures: How to Make a Referral .. Section 6 . Conclusion Chapter 16 . Conclusion: The Multicultural Educator .................. Selected Bibliography ...................................................... Glossary of Terms ........................................................... Appendix A . Sample Course Syllabus .................................... Appendix B . Educational Intervention Proposal Paper ................. Index ............................................................................ Diversity Training for Classroom Teaching: A Manual for Students and Educators is an excellent guide for preparing responsive teachers, capable of exploring the roots of a wide variety of types of diversity and acting with knowledge and sensitivity to improve student learning and self-efficacy.
